Areas of Professional Interest:
Early literacy among children in poverty
School-family-community partnerships
Literacy & Learners
Cognitive development

Research Interests

  • Early Childhood
  • Literacy
  • Teacher Education/Development

Courses Taught




EDUC 4389

Field Experience


EDUC 9185

Applied Research and Evaluation Internship


ECED 4802

Senior Seminar I in Early Childhood Education


ECED 4803

Senior Seminar II in Early Childhood Education


EPSY 8960

Seminar Series: Problems in Educational Psychology


Selected Publications

  • Hindman, A.H., Wasik, B.A., & Anderson, K. (2022). Using Turn and Talk to Develop Language: Observations in Early Classrooms. READING TEACHER. doi: 10.1002/trtr.2113

  • Wasik, B.A., Farrow, J., & Hindman, A.H. (2022). More than "Good Job!": The Critical Role of Teacher Feedback in Classroom Discourse and Language Development. READING TEACHER, 75(6), pp. 733-738. doi: 10.1002/trtr.2112

  • Aram, D., Skibbe, L., Hindman, A., Bindman, S., Atlas, Y.H., & Morrison, F. (2020). Parents’ early writing support and its associations with parenting practices in the United States and Israel. Merrill-Palmer Quarterly, 66(4), pp. 392-420. doi: 10.13110/merrpalmquar1982.66.4.0392

  • Hindman, A.H., Morrison, F.J., Connor, C., & Connor, J.A. (2020). Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice. Reading Research Quarterly, 55(S1), pp. S197-S206. doi: 10.1002/rrq.345

  • Bustamante, A.S. & Hindman, A.H. (2020). Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start. Early Childhood Research Quarterly, 52, pp. 124-137. doi: 10.1016/j.ecresq.2018.06.003

  • Snell, E.K., Wasik, B.A., & Hindman, A.H. (2020). Using Texting to Help Families Build Their Children’s Vocabulary at Home. Reading Teacher, 74(1), pp. 49-57. doi: 10.1002/trtr.1906

  • Farrow, J.M., Wasik, B.A., & Hindman, A.H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, pp. 178-190. doi: 10.1016/j.ecresq.2019.08.005

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), pp. 447-460. doi: 10.1080/03004430.2018.1479401

  • Wasik, B.A. & Hindman, A.H. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, pp. 101-113. doi: 10.1016/j.ecresq.2018.11.001

  • Hindman, A.H., Wasik, B.A., & Bradley, D.E. (2019). How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development, 30(4), pp. 478-495. doi: 10.1080/10409289.2018.1556009

  • Hindman, A.H. & Bustamante, A.S. (2019). Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children's Development. Journal of Applied Developmental Psychology, 61, pp. 1-3. doi: 10.1016/j.appdev.2019.03.005

  • Hindman, A.H. & Bustamante, A.S. (2019). Teacher depression as a dynamic variable: Exploring the nature and predictors of change over the head start year. Journal of Applied Developmental Psychology, 61, pp. 43-55. doi: 10.1016/j.appdev.2018.09.004

  • Bustamante, A.S. & Hindman, A.H. (2019). Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning. Early Education and Development, 30(1), pp. 19-35. doi: 10.1080/10409289.2018.1540249

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), pp. 205-220. doi: 10.1080/10901027.2018.1539794

  • Wasik, B.A. & Hindman, A.H. (2018). Why Wait? The Importance of Wait Time in Developing Young Students’ Language and Vocabulary Skills. Reading Teacher, 72(3), pp. 369-378. doi: 10.1002/trtr.1730

  • Bustamante, A.S., Hindman, A.H., Champagne, C.R., & Wasik, B.A. (2018). Circle time revisited: How do preschool classrooms use this part of the day? Elementary School Journal, 118(4), pp. 610-631. doi: 10.1086/697473

  • Hindman, A.H., Snell, E.K., & Wasik, B.A. (2017). Developing vocabulary in the early grades: Research-to-practice strategies to support standards-based curricula at school and home. In Implementing a Standards-Based Curriculum in the Early Childhood Classroom (pp. 86-105). doi: 10.4324/9781315296173

  • Hindman, A.H. & Wasik, B.A. (2017). Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL. Early Child Development and Care, 187(3-4), pp. 342-357. doi: 10.1080/03004430.2016.1236256

  • Hindman, A.H., Wasik, B.A., & Snell, E.K. (2016). Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice. Child Development Perspectives, 10(2), pp. 134-139. doi: 10.1111/cdep.12177

  • Montano, Z. & Hindman, A. (2016). Parenting influences on children's cognitive development. In The Cognitive Development of Reading and Reading Comprehension (pp. 120-136). doi: 10.4324/9781315694429

  • Wasik, B.A., Hindman, A.H., & Snell, E.K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, pp. 39-57. doi: 10.1016/j.ecresq.2016.04.003

  • Hindman, A.H., Pendergast, L.L., & Gooze, R.A. (2016). Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale. Early Childhood Research Quarterly, 36, pp. 366-378. doi: 10.1016/j.ecresq.2016.01.012

  • Snell, E.K., Hindman, A.H., & Belsky, J. (2015). Child effects and child care: Implications for risk and adjustment. Dev Psychopathol, 27(4 Pt 1), pp. 1059-1076. United States. doi: 10.1017/S0954579415000681

  • Hindman, A.H., Snell, E.K., Wasik, B.A., Lewis, K.N., Hammer, C.S., & Iannone-Campbell, C. (2015). Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e. Journal of Education for Students Placed at Risk, 20(1-2), pp. 12-28. doi: 10.1080/10824669.2014.984036

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2015). How can book reading close the word gap? Five key practices from research. Reading Teacher, 68(7), pp. 560-571. doi: 10.1002/trtr.1347

  • Hindman, A.H. & Wasik, B.A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start. Early Childhood Research Quarterly, 31, pp. 19-33. doi: 10.1016/j.ecresq.2014.12.006

  • Wasik, B.A. & Hindman, A.H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan, 96(6), pp. 50-54. doi: 10.1177/0031721715575300

  • Hindman, A.H., Skibbe, L.E., & Foster, T.D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the early childhood longitudinal study-birth cohort. Reading and Writing, 27(2), pp. 287-313. doi: 10.1007/s11145-013-9445-4

  • Bindman, S.W., Skibbe, L.E., Hindman, A.H., Aram, D., & Morrison, F.J. (2014). Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills. Early Child Res Q, 29(4), pp. 614-624. United States. doi: 10.1016/j.ecresq.2014.07.002

  • Wasik, B.A. & Hindman, A.H. (2014). Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study of Teacher and Child Talk During Book Reading. Early Education and Development, 25(7), pp. 1035-1056. doi: 10.1080/10409289.2014.896064

  • Skibbe, L.E., Bindman, S.W., Hindman, A.H., Aram, D., & Morrison, F.J. (2013). Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills. Read Res Q, 48(4), pp. 387-401. United States. doi: 10.1002/rrq.55

  • Hindman, A.H. (2013). Mathematics instruction in Head Start: Nature, extent, and contributions to children's learning. Journal of Applied Developmental Psychology, 34(5), pp. 230-240. doi: 10.1016/j.appdev.2013.04.003

  • Hindman, A.H., Skibbe, L.E., & Morrison, F.J. (2013). Teacher Outreach to Families Across the Transition to School: An Examination of Teachers' Practices and their Unique Contributions to Children's Early Academic Outcomes. Early Childhood Education Journal, 41(5), pp. 391-399. doi: 10.1007/s10643-010-0410-4

  • Hindman, A.H. & Wasik, B.A. (2013). Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children's learning. J Sch Psychol, 51(3), pp. 387-405. United States. doi: 10.1016/j.jsp.2013.01.001

  • Wasik, B.A. & Hindman, A.H. (2013). Realizing the promise of open-ended questions. Reading Teacher, 67(4), pp. 302-311. doi: 10.1002/trtr.1218

  • Bindman, S.W., Hindman, A.H., Bowles, R.P., & Morrison, F.J. (2013). The Contributions of Parental Management Language to Executive Function in Preschool Children. Early Child Res Q, 28(3), pp. 529-539. United States. doi: 10.1016/j.ecresq.2013.03.003

  • Skibbe, L.E., Hindman, A.H., Connor, C.M., Housey, M., & Morrison, F.J. (2013). Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills. Early Educ Dev, 24(5), pp. 687-703. United States. doi: 10.1080/10409289.2012.712888

  • Fisher, K., Hirsh-Pasek, K., & Golinkoff, R.M. (2012). Fostering mathematical thinking through playful learning. In Contemporary Debates in Childhood Education and Development (pp. 81-91). doi: 10.4324/9780203115558

  • Hindman, A.H., Miller, A.L., Froyen, L.C., & Skibbe, L.E. (2012). A portrait of family involvement during Head Start: Nature, extent, and predictors. Early Childhood Research Quarterly, 27(4), pp. 654-667. doi: 10.1016/j.ecresq.2011.11.002

  • Hindman, A.H. & Wasik, B.A. (2012). Morning Message Time: An Exploratory Study in Head Start. Early Childhood Education Journal, 40(5), pp. 275-283. doi: 10.1007/s10643-011-0459-8

  • Hindman, A.H. & Wasik, B.A. (2012). Unpacking an effective language and literacy coaching intervention in head start: Following teachers' learning over two years of training. Elementary School Journal, 113(1), pp. 131-154. doi: 10.1086/666389

  • Hindman, A.H., Erhart, A.C., & Wasik, B.A. (2012). Reducing the Matthew Effect: Lessons from the ExCELL Head Start Intervention. Early Education and Development, 23(5), pp. 781-806. doi: 10.1080/10409289.2010.549443

  • Hindman, A.H., Wasik, B.A., & Erhart, A.C. (2012). Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections. Early Education and Development, 23(4), pp. 451-474. doi: 10.1080/10409289.2010.537250

  • Hindman, A.H. & Morrison, F.J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly, 58(2), pp. 191-223. doi: 10.1353/mpq.2012.0012

  • Hindman, A.H. & Wasik, B.A. (2011). Exploring Head Start Teachers' Early Language and Literacy Knowledge: Lessons from the ExCELL Professional Development Intervention. NHSA Dialog, 14(4), pp. 293-315. doi: 10.1080/15240754.2011.617528

  • Hindman, A.H. & Wasik, B.A. (2011). Measuring Teachers' Knowledge About Early Language and Literacy: Practical Implications and Considerations. NHSA Dialog, 14(4), pp. 351-356. doi: 10.1080/15240754.2011.618647

  • Wasik, B.A. & Hindman, A.H. (2011). The Morning Message in Early Childhood Classrooms: Guidelines for Best Practices. Early Childhood Education Journal, 39(3), pp. 183-189. doi: 10.1007/s10643-011-0463-z

  • Hindman, A.H., Cromley, J.G., Skibbe, L.E., & Miller, A.L. (2011). Conventional and piecewise growth modeling techniques: applications and implications for investigating Head Start children's early literacy learning. Eval Rev, 35(3), pp. 204-239. United States. doi: 10.1177/0193841X11412068

  • Wasik, B.A. & Hindman, A.H. (2011). Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development. Journal of Educational Psychology, 103(2), pp. 455-469. doi: 10.1037/a0023067

  • Hindman, A.H. & Morrison, F.J. (2011). Family involvement and educator outreach in head start: Nature, extent, and contributions to early literacy skills. Elementary School Journal, 111(3), pp. 359-386. doi: 10.1086/657651

  • Hindman, A.H., Skibbe, L.E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly, 25(2), pp. 235-250. doi: 10.1016/j.ecresq.2009.11.003

  • Hindman, A.H. & Wasik, B.A. (2010). Head start families sharing home language and literacy experiences. NHSA Dialog, 13(2), pp. 112-118. doi: 10.1080/15240751003737919

  • Wasik, B.A. & Hindman, A.H. (2010). Understanding the home language and literacy environments of head start families: Testing the Family Literacy Survey and interpreting its findings. NHSA Dialog, 13(2), pp. 71-91. doi: 10.1080/15240751003737885

  • Hindman, A.H. & Wasik, B.A. (2008). Head Start teachers' beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), pp. 479-492. doi: 10.1016/j.ecresq.2008.06.002

  • Hindman, A.H., Connor, C.M., Jewkes, A.M., & Morrison, F.J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), pp. 330-350. doi: 10.1016/j.ecresq.2008.01.005

  • Morrison, F.J. & Hindman, A.H. (2008). School Readiness. In Encyclopedia of Infant and Early Childhood Development, 1-3 (pp. 54-66). doi: 10.1016/B978-012370877-9.00137-7

  • Wasik, B.A., Bond, M.A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98(1), pp. 63-74. doi: 10.1037/0022-0663.98.1.63

  • Connor, C.M., Son, S.H., Hindman, A.H., & Morrison, F.J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(4), pp. 343-375. doi: 10.1016/j.jsp.2005.06.001